Undoubtedly the experimental demonstration and original observation of Dante's time sprang either from the training or pedagogical methods of the great universities of that period. There were universities at Oxford, Paris, Cologne, Montpelier, Orleans, Angers. Spain had four universities; Italy, ten. The number of students in attendance must amaze us if we think that higher education did not then prevail. Professor Thomas Davidson in his History of Education, says: "The number of students reported as having attended some of the universities in those early days almost passes belief, e.g. Oxford is said to have had about 30,000 about the year 1300 and half that number as early as 1224. The numbers attending the University of Paris were still greater. The numbers become less surprising when we remember with what poor accommodations--a bare room and an armful of straw--the students of those days were content and what numbers of them even a single teacher like Abelard could, long before, draw into lonely retreats." That in the twelfth and following centuries there was no lack of enthusiasm for study, notwithstanding the troubled conditions of the times, is very clear. In the thirteenth and fourteenth centuries, education rose in many European states to a height which it had not attained since the days of Seneca and Quintilian. The curriculum followed by a student in Dante's time embraced the seven liberal arts of the Trivium and the Quadrivium, namely Grammar, Dialectic, Rhetoric, Arithmetic, Music, Geometry and Astrology. The higher education comprised also Physics, Metaphysics, Logic, Ethics, and Theology. Of the cultural effect of the old education, Professor Huxley spoke in the highest praise on the occasion of his inaugural address as rector of Aberdeen University. "I doubt," he said, "if the curriculum of any modern university shows so clear and generous a comprehension of what is meant by culture as the old Trivium and Quadrivium does." (The Thirteenth the Greatest of Centuries, p. 466.) Speaking of education in those distant days, one thinks of the supreme intellect of medieval life, the giant genius St. Thomas Aquinas, whose philosophy was the food of Dante and became the basis not only of Dante's great poem but of Christian Apologetics down to our own day, when Pope Leo XIII directed that all Catholic seminaries and universities implant the doctrine expounded by Thomas, Angel of the Schools. A philosopher whose breadth and lucidity of mind gave such perennial interest to a system of thought that it is still followed more generally than that of any other school of philosophy--taught in the regular course even at Oxford, Harvard, Columbia--such a philosopher could have left the impress of his genius upon seven succeeding centuries only if his work had been to philosophy what Dante's Divina Commedia is to literature.